COURSE SYLLABUS
Course Title: Human Development: Life Span
Course Prefix: HDFM
Course No.: 2553
Section No.:
Department of Agriculture, Nutrition and Human Ecology
College of Agriculture and Human Sciences
Instructor Name:
Office Location:
Office Phone:
Fax:
Email Address:
U.S. Postal Service Address:
Elizabeth N. Noel, PhD
Delco #120 to #133
936-261-1589
936-261- 3529
ennoel@pvamu.edu
Prairie View A&M University
P. O. Box 519 - Mail Stop #2800
Prairie View, TX 77446
Office Hours:
Virtual Office Hours:
By Appointment ONLY
5:00 pm – 8:00 pm Tuesday via Email
Course Location:
Class Meeting Days & Times:
May Hall, Room 127
Thursday, 5:00 pm – 7:50 pm
Course Description: An examination of the dynamic processes of human development
from conception to senescence in physical, sensory, intellectual, emotional, and social
development. Patterns of self-development with emphasis on the interaction between
and among individuals are also examined.
Prerequisites:
Co-requisites:
Required Text:
NONE
NONE
Kail, R.V. and Cavanaugh, J.C., (2013). Human
Development: A Life-Span View. 6th Ed.
Belmont, CA: Wadsworth Publishers.
OR
Kail, R.V. and Cavanaugh, J.C., (2010). Human
Development: A Life-Span View. 5th Ed. Thomson
Wadsworth Publishers.
Recommended Text/Readings:
As specified during course implementation.
Access to Learning Resources:
PVAMU Library: phone: (936) 261-1500;
Web: http://www.pvamu.edu/pages/3585.asp
University Bookstore: phone: (936) 261-1990;
Web: https://www.bkstr.com/Home/10001-107341?demoKey=d
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Course Overview/Goals:
Growth and development of the individual from conception
through senescence with a view on the influence of family and society on individual
development at each stage of the life cycle is the primary focus of this course.
Lifespan development is fundamentally about change over time. The general theme for
this course is to consider how, why, and when people change during their lifespan.
Theoretical and empirical perspectives on the lifespan will be integrated throughout the
course. Discussions will focus on both chronological and topical approaches to
development with an emphasis on psychological issues related to the stages of lifespan
development from infancy to old age. The course is an exploration of the elements of
cognitive/intellectual, social/emotional development, and physical development.
The goals of this course are to:
1) provide a comprehensive account that fosters understanding of human
development across the life span;
2) provide both a theoretical and empirical foundation that enables students to
become knowledgeable and critical interpreters of information about growth,
development, and needs of individuals; and
3) provide discussions and examples of the blend of basic and applied research
as well as current critical topics and issues that demonstrate the connections
between theory and practice, laboratory work and life, and the dynamic
science of human development at different stages of the life span.
OUTCOME EXPECTATIONS: Upon completion of the course, the student will
demonstrate mastery in each of the following outcome areas at the 70th - 75th percentile
or greater.
1) CRITICAL THINKING - demonstrate knowledge of the foundation (heredity, prenatal
development, infancy, early childhood) of development and the inter-relationship among
the physical world and the cognitive and socio-emotional characteristics of early
childhood;
2) SOCIAL RESPONSIBILITY - demonstrate an awareness of the relationship between
individual application of cognitive, physical and socio-emotional characteristics of growth
and development in varied environmental settings;
3) EMPIRICAL QUANTITATIVE SKILLS - demonstrate use of analytical decision-making
strategies correlated with the physical, cognitive, socio-emotional (personality and
relationship development) characteristics of development in this stage through problemsolving simulations;
4) CRITICAL THINKING - demonstrate synthesis and integration of knowledge of the
physical, cognitive, mental, psychological, relationship characteristics of late adulthood
with varied earlier stages of development;
5) COMMUNICATION - demonstrate the ability to articulate a comprehensive and
integrative summative understanding of the various stages of human development
throughout the life span and relate varied developmental stages to an identified major
and/or a career choice.
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Course Requirements & Evaluation Methods
This course will utilize the following instruments to determine student grades and
proficiency of the learning outcomes for the course.
Examinations – there will be five multiple choice tests consisting of 100 questions each
(exam five is the final exam for the course); covering information included in all four
major units of the course. The empirical and qualitative skills, communication, critical
thinking and social responsibility core objectives will be stressed in the combination of
exams. Written exams are utilized to measure knowledge of course materials of subject
matter throughout the study of human development.
Empirical and Quantitative skills, communication and critical thinking objectives will be
stressed in a final comprehensive project. This will be a research based activity with a
10-page limitation excluding the cover and reference pages and MUST be typed and
follow the format of the American Psychological Association (APA Style). For example,
the research paper will be used to assess student’s ability to properly conduct, organize
and cite research sources as well as a student’s ability to weigh the weaknesses and
strong point of evidence presented in different source materials. Empirical and
quantitative core objective skill are stressed and will include the manipulation and
analysis of numerical data or observable facts in order to make informed assumptions.
Assigned Worksheets – written presentations designed to reinforce course
discussions and readings and support comprehension of course materials. The critical
thinking, communication and personal responsibility core objectives will be stressed in
these assignments. For example, the discussion of recurring issues and basic forces in
human development will be used to assess student’s ability in critical thinking and social
responsibility core objective as tools for exploring the world: physical, perceptual and
motor development of individuals.
Class Activities/Discussions – the communication and social responsibilities core
objectives will be emphasized in oral and/or written presentations. These assignments
are designed to enhance students understanding of the material and to stimulate class
discussion, supplement and reinforce course materials.
Grading Matrix
Instrument
Examinations; Exam 5 is
the Final Exam
Assignments/Worksheets
Class Activities
GRAND TOTAL
Value Points
5 @ 100 points each
Total
500
5 @ 100 points each
5 @ 50 points each
15 items = 100% effort
500
250
1250
The final grade will be determined by adding the total points earned on each instrument
of evaluation, divided by the total number of evaluations. The grading scale for
determination of letter grades is as follows:
90 – 100 = A
80 – 89 = B
70 – 79 = C
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60 – 69 = D
59 & Below = F
Course Procedures
Examinations. All examinations will be announced during class the week prior to the
administration of the examination. Make-up exams will be provided as an exception, not
as a rule, based on presentation of documentation of the reason for missing the
scheduled exam within the guidelines outlined in the Student Handbook.
The Final Exam is a comprehensive assessment of learning outcomes and will be
administered on the designated date as scheduled by the University.
Submission of Assignments and Class Activities. Assignments and class activities
should be submitted on the designated date. All assignments shall be submitted in
typed form unless otherwise designated. The dates for all assignments, exams, and inclass activities are noted on this syllabus. When necessary, guidelines for an activity will
be provided at the time of the assigned activity in a separate document. Class
attendance and participation is important. In-class activities do not have a make-up
option. Each activity will be assigned and completed during a designated class period.
Submission of Assignments through eCourse. Assignments, Papers, Exercises, and
Projects will be distributed during a designated class period. All assignments must be
submitted following the identified format. When and if online submissions are required,
directions for accessing your online course will be provided. Additional assistance can
be obtained from the Office of Distance Learning.
Projects. A final comprehensive project, when and if required, will be submitted threeweeks prior to the completion of the course. The project will be a research based
activity with a 10-page limitation excluding the cover and reference pages and MUST be
typed and follow the format of the American Psychological Association (APA Style).
References. The following journals and related reference materials are noted to guide
supplemental reading and as potential sources of data for a research project/paper.
Popular Parents' Magazines
Baby
Child
Fit Pregnancy
Junior Parents
Family Life
Parenting
Popular Children’s' Magazines
Cricket
Highlights
Nickelodeon
Sesame Street Spider
National Geographic World
Sports Illustrated for Kids
Journals Relevant to Life Span Human Development
American Journal of Psychology
American Journal of Psychiatry
American Psychologist
Behavior Modification
Behavior Therapy
Cognitive Psychology
Clinical Psychology Review
Child Development
Child Psychology & Psychiatric Review
Child Psychiatry & Human Development
Child Study Journal
Cognition & Emotion
Contemporary Psychology
Cognitive Development
Cognitive Psychology
Counseling Psychologist
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Creative Child & Adult Quarterly
Death Studies
Developmental Psychology
Elementary School Guidance & Counseling
Family Relation
Family Therapy
Feminist Studies
Gerontologist
Health Psychology
Journal of Abnormal Child Psychology
Journal of Abnormal Psychology
Journal of Adolescence
Journal of Applied Development Psychology
Journal of Applied Psychology
Journal of Applied Social Psychology
Journal of Child Psychology & Psychiatry & Allied Disciplines
Journal of Clinical Psychology
Journal of Early Adolescence
Journal of General Psychology
Journal of Gerontological Social Work
Journal of Gerontology
Journal of Humanistic Psychology
Journal of Marital & Family Therapy
Journal of Personality
Journal of Personality & Social Development
Journal of Personality & Social Psychology
Journal of Psychology
Journal of Research in Personality
Journal of School Psychology
Journal of Social and Clinical Psychology
Journal of Social Psychology
Marriage & Family Review
Personality & Social Psychology Bulletin
Psychological Bulletin
Psychological Reports
Psychological Review
Psychology in the Schools
Psychology of Women
Psychology of Women Quarterly
Psychology Today
Research on Aging
School Psychology Review
Sex Roles
COURSE OUTLINE AND CALENDAR OF ACTIVITIES
Week 1
INTRODUCTION
Chapter One - The Study of Human Development
A discussion of recurring issues and basic forces in human development;
an overview of developmental theories and issues in producing and
consuming developmental research.
In-class Activity: What do you think? – Stem Cell Research. Prepare a
one-half, but not more than a one-page statement of your opinion about
the topic as presented in the brief discussion. Discuss the foundation (the
why) for the opinion you gave.
Week 2
PART ONE: PRENATAL DEVELOPMENT, INFANCY, AND EARLY
CHILDHOOD
This section includes a discussion of how genetic inheritance operates
and how the prenatal environment affects a person’s future development.
The first two years of life is a period of rapid change in both motor and
perceptual arenas. Early childhood marks the emergence of social
relationships as well as an understanding of gender roles and identity. By
the end of this period, a child is reasonably proficient as a thinker, uses
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language in sophisticated ways, and is ready for the major transition into
formal education.
Chapter Two - Biological Foundations: Heredity, Prenatal
Development, and Birth
In-class Activity: What do you think? – Conception in the 21st Century.
Prepare a one-half, but not more than a one-page statement of your
opinion about the brief discussion. Discuss the foundation (the why) for
the opinion you gave.
Chapter Three – Tools for Exploring the World: Physical,
Perceptual, and Motor Development
In-class Activity: Spotlight on Research – Specialized Face Processing
during Infancy. Prepare a one-half page, but not more than a one-page
statement of your opinion about the brief discussion. Discuss why you
believe this research in human development is relevant or not. What
difference does it make?
Week 3
RETURN WORKSHEET AND EXAM ONE - - Chapters 1-3.
Worksheet responses must be placed on the answer sheet and exam
responses must be provided on a Scantron ONLY.
Submit responses by 5:00 pm, January 31.
Chapter Four - The Emergence of Thought and Language: Cognitive
Development in Infancy, and Early Childhood
In-class Activity: Spotlight on Research – Do Infants Learn Words From
Watching Infant-Oriented Media? Prepare a one-half page, but not more
than a one-page statement of your opinion about the brief discussion.
Discuss why you believe this research in human development is relevant
or not. What difference does it make?
Week 4
Chapter Five - Entering the Social World: Socioemotional
Development in Infancy and Early Childhood
In-class Activity: Spotlight on Research – How Mothers Talk to Children
about Gender. Prepare a one-half page, but not more than a one-page
statement of your opinion about the brief discussion. Discuss why you
believe this research in human development is relevant or not. What
difference does it make?
PART TWO: SCHOOL-AGE CHILDREN AND ADOLESCENTS
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This section includes a discussion of the years from elementary school
through high school. Family and peer relationships expand during this
period and there is increased attention to work and sexuality emerges.
The young person begins to learn how to face difficult issues in life. By
the end of the period, a person is on the verge of legal adulthood and the
typical individual uses logic and has been introduced to most of the
issues that adults face.
Week 5
Chapter Six - Off to School: Cognitive and Physical Development in
Middle Childhood
In-class Activity: Spotlight on Research – Phonological Representations
in Children with Reading Disability. Prepare a one-half page, but not
more than a one-page statement of your opinion about the brief
discussion. Discuss why you believe this research in human
development is relevant or not. What difference does it make?
Chapter Seven - Expanding Social Horizons: Socio-emotional
Development in Middle Childhood
In-class Activity: Spotlight on Research – Evaluation of a Program to help
parents and children adjust to life after Divorce. Prepare a one-half page,
but not more than a one-page statement of your opinion about the brief
discussion. Discuss why you believe this research in human
development is relevant or not. What difference does it make?
Week 6
RETURN WORKSHEET AND EXAM TWO – Chapters 4-6.
Worksheet responses must be placed on the answer sheet and exam
responses must be provided on a Scantron ONLY.
Submit responses by 5:00 pm
Chapter Eight – Rites of Passage: Physical and Cognitive
Development in Adolescence
In-class Activity: Spotlight on Research – Adolescents Can Identify
Fallacies in Arguments. Prepare a one-half page, but not more than a
one-page statement of your opinion about the brief discussion. Discuss
why you believe this research in human development is relevant or not.
What difference does it make?
Week 7
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Chapter Nine - Moving into the Adult Social World: Socioemotional
Development in Adolescence
In-class Activity: Spotlight on Research – Why are some Boys more likely
to Perpetrate Dating Violence? Prepare a one-half page, but not more
than a one-page statement of your opinion about the brief discussion.
Discuss why you believe this research in human development is relevant
or not. What difference does it make?
In-class Activity: What do you think? – When Juveniles commit serious
crimes, Should they be tried as Adults? Prepare a one-half, but not more
than a one-page statement of your opinion about the topic as presented
in the brief discussion. Discuss the foundation (the why) for the opinion
you gave.
PART THREE: YOUNG AND MIDDLE ADULTHOOD
During the period of adulthood and middle age, most people achieve their
most advanced modes of thinking, achieve peak physical performance,
form intimate relationships, start families of their own, begin and advance
within their occupations, manage to balance many conflicting roles, and
begin to confront aging. During these life cycle stages, individual leave
their family of orientation and also experience their children leaving home.
Relationships with parents are redefined and the pressures of being
caught between the younger and older generations are felt. By the end of
the period, most people have shifted focus from time since birth to time
until death.
RETURN WORKSHEET AND EXAM THREE - - Chapters 7-9
Worksheet responses must be placed on the answer sheet and exam
responses must be provided on a Scantron ONLY.
Submit responses by 5:00 pm
Chapter Ten – Becoming an Adult: Physical, Cognitive and
Personality Development in Young Adulthood
In-class Activity: What do you think? – Binge Drinking on College
Campuses. Prepare a one-half, but not more than a one-page statement
of your opinion about the topic as presented in the brief discussion.
Discuss the foundation (the why) for the opinion you gave.
Disseminate guidance for the Mid-Semester Self Study discussion
paper.
Week 8
Mid-Semester Self Study
Chapter 10 served as the foundation for the personality assessment and
discussion paper.
Complete an individual personality assessment using the “Big Five
Personality Test”. Access the test at www.outofservice.com. Complete
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the assessment, print your results and prepare a discussion paper
that provides your analysis of the results.
Submit results and discussion paper by 5:00 pm
Week 9
SPRING BREAK
Week 10
Chapter Eleven - Being with Others: Forming Relationships in Young
and Middle Adulthood
In-class Activity: Spotlight on Research – Patterns and Universals of
Romantic Attachment around the world. Prepare a one-half page, but not
more than a one-page statement of your opinion about the brief
discussion. Discuss why you believe this research in human
development is relevant or not. What difference does it make?
In-class Activity: What do you think? – Does Marriage Education Work?
Prepare a one-half, but not more than a one-page statement of your
opinion about the topic as presented in the brief discussion. Discuss the
foundation (the why) for the opinion you gave.
Week 11
Chapter Twelve - Work and Leisure: Occupational and Lifestyle
Issues in Young and Middle Adulthood
In-class Activity: Spotlight on Research – Cross-Cultural aspects of
Teachers’ Job Satisfaction. Prepare a one-half page, but not more than a
one-page statement of your opinion about the brief discussion. Discuss
why you believe this research in human development is relevant or not.
What difference does it make?
In-class Activity: What do you think? – Unequal Pay for Equal Work.
Prepare a one-half, but not more than a one-page statement of your
opinion about the topic as presented in the brief discussion. Discuss the
foundation (the why) for the opinion you gave.
Week 12
Chapter Thirteen - Making It In Midlife: The Biopsychosocial
Challenges of Middle Adulthood
In-class Activity: What do you think? – Menopausal Hormone Therapy.
Prepare a one-half, but not more than a one-page statement of your
opinion about the topic as presented in the brief discussion. Discuss the
foundation (the why) for the opinion you gave.
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In-class Activity: Spotlight on Research – Is Personality in Young and
Middle Adulthood Set in Plaster? Prepare a one-half page, but not more
than a one-page statement of your opinion about the brief discussion.
Discuss why you believe this research in human development is relevant
or not. What difference does it make?
RETURN WORKSHEET AND EXAM FOUR – Chapters 10-12.
Worksheet responses must be placed on the answer sheet and exam
responses must be provided on a Scantron ONLY.
Submit responses on a Scantron ONLY by 5:00 pm
Week 13
PART FOUR: LATE ADULTHOOD
Late adulthood represents the last decades of life. The biological,
physical, cognitive, and social changes associated with aging become
apparent. Although many changes reflect decline, many other aspects of
old age represent positive elements: wisdom, retirement, friendships and
family relationships. This section causes thought regarding the meaning
of life and human development and focuses attention on consideration of
death.
Chapter Fourteen - The Personal Context of Later Life: Physical,
Cognitive, and Mental Health Issues
In-class Activity: Spotlight on Research – Training Persons with
Dementia to be Group Activity Leaders. Prepare a one-half page, but not
more than a one-page statement of your opinion about the brief
discussion. Discuss why you believe this research in human
development is relevant or not. What difference does it make?
Week 14
Chapter Fifteen - Social Aspects of Later Life: Psychosocial,
Retirement, Relationship, and Societal Issues
In-class Activity: What do you think? – Saving Social Security. Prepare a
one-half, but not more than a one-page statement of your opinion about
the topic as presented in the brief discussion. Discuss the foundation (the
why) for the opinion you gave.
Chapter Sixteen – The Final Passage: Dying and Bereavement
In-class Activity: What do you think? – The Teri Schiavo Story. Prepare a
one-half, but not more than a one-page statement of your opinion about
the topic as presented in the brief discussion. Discuss the foundation (the
why) for the opinion you gave.
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In-class Activity: Spotlight on Research – Grief Processing and
Avoidance in the United States and China. Prepare a one-half page, but
not more than a one-page statement of your opinion about the brief
discussion. Discuss why you believe this research in human
development is relevant or not. What difference does it make?
Week 15
RETURN WORKSHEET AND EXAM FIVE – Chapters 13 - 16.
Worksheet responses must be placed on the answer sheet and exam
responses must be provided on a Scantron ONLY.
Submit responses by 5:00 pm
COURSE REVIEW DAY -- ALL MATERIAL PREVIOUSLY ASSIGNED,
BUT NOT SUBMITTED, MUST BE SUBMITTED IN THE IDENTIFIED
FORMATS by 5:00 pm.
Week 16
FINAL EXAM PERIOD
UNIVERSITY RULES AND PROCEDURES
Disability Statement (See Student Handbook):
Students with disabilities, including learning disabilities, who wish to request
accommodations in class, should register with the Services for Students with Disabilities
(SSD) early in the semester so that appropriate arrangements may be made. In
accordance with federal laws, a student requesting special accommodations must
provide documentation of their disability to the SSD coordinator.
Academic Misconduct (See Student Handbook):
You are expected to practice academic honesty in every aspect of this course and all
other courses. Make sure you are familiar with your Student Handbook, especially the
section on academic misconduct. Students who engage in academic misconduct are
subject to university disciplinary procedures.
Forms of academic dishonesty:
1. Cheating: deception in which a student misrepresents that he/she has
mastered information on an academic exercise that he/she has not mastered;
giving or receiving aid unauthorized by the instructor on assignments or
examinations.
2. Academic misconduct: tampering with grades or taking part in obtaining or
distributing any part of a scheduled test.
3. Fabrication: use of invented information or falsified research.
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4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s
words, ideas, or data as one’s own in work submitted for credit. Failure to
identify information or essays from the Internet and submitting them as one’s
own work also constitutes plagiarism.
Nonacademic Misconduct (See Student Handbook)
The university respects the rights of instructors to teach and students to learn.
Maintenance of these rights requires campus conditions that do not impede their
exercise. Campus behavior that interferes with either (1) the instructor’s ability to
conduct the class, (2) the inability of other students to profit from the instructional
program, or (3) campus behavior that interferes with the rights of others will not be
tolerated. An individual engaging in such disruptive behavior may be subject to
disciplinary action. Such incidents will be adjudicated by the Dean of Students under
nonacademic procedures.
Sexual Misconduct (See Student Handbook):
Sexual harassment of students and employers at Prairie View A&M University is
unacceptable and will not be tolerated. Any member of the university community
violating this policy will be subject to disciplinary action.
Attendance Policy:
Prairie View A&M University requires regular class attendance. Excessive absences will
result in lowered grades. Excessive absenteeism, whether excused or unexcused, may
result in a student’s course grade being reduced or in assignment of a grade of “F”.
Absences are accumulated beginning with the first day of class.
Student Academic Appeals Process
Authority and responsibility for assigning grades to students rests with the faculty.
However, in those instances where students believe that miscommunication, errors, or
unfairness of any kind may have adversely affected the instructor's assessment of their
academic performance, the student has a right to appeal by the procedure listed in the
Undergraduate Catalog and by doing so within thirty days of receiving the grade or
experiencing any other problematic academic event that prompted the complaint.
Technical Considerations for Online and Web-Assist Courses
Minimum Hardware and Software Requirements:
-Pentium with Windows XP or PowerMac with OS 9
-56K modem or network access
-Internet provider with SLIP or PPP
-8X or greater CD-ROM
-64MB RAM
-Hard drive with 40MB available space
-15” monitor, 800x600, color or 16 bits
-Sound card w/speakers
-Microphone and recording software
-Keyboard & mouse
-Netscape Communicator version 4.61 or Microsoft Internet Explorer version 5.0/
plug-ins
-Participants should have a basic proficiency of the following computer skills:
·Sending and receiving email
·A working knowledge of the Internet
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·Proficiency in Microsoft Word
·Proficiency in the Acrobat PDF Reader
·Basic knowledge of Windows or Mac O.S.
Netiquette (online etiquette): students are expected to participate in all discussions
and virtual classroom chats when directed to do so. Students are to be respectful and
courteous to others in the discussions. Foul or abusive language will not be tolerated.
When referring to information from books, websites or articles, please use APA
standards to reference sources.
Technical Support: Students should call the Prairie View A&M University Helpdesk at
936-261-2525 for technical issues with accessing your online course. The helpdesk is
available 24 hours a day/7 days a week. For other technical questions regarding your
online course, call the Office of Distance Learning at 936-261-3290 or 936-261-3282
Communication Expectations and Standards:
All emails or discussion postings will receive a response from the instructor within 48
hours. You can send email anytime that is convenient to you, but I check my email
messages at least once during each 24-hour period (Monday through Friday). I will
respond to email messages during the work-week by the close of business (5:00 pm) on
the day following my receipt of them. Emails that I receive on Friday will be responded
to by the close of business on the following Monday.
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